Date of Award
Doctor of Education (EdD)
Dr. Michael Wischnowski
Dr. Deborah Hoeft
The purpose of this study was to investigate the practical application of culturally responsive school leadership in the implementation of the New York State Education Department (NYSED) Culturally Responsive-Sustaining (CR-S) Education Framework (Framework). This qualitative descriptive phenomenological study addressed the research question: What strategies are applied by high school principals in predominantly White suburban districts in the implementation of the NYSED CR-S Education Framework? Eight semi-structured interviews were conducted, transcribed, and then coded using content analysis. The a priori themes included the four principles of the Framework, namely Welcoming and Affirming Environment, High Expectations and Rigorous Instruction, Inclusive Curriculum and Assessment, and Ongoing Professional Learning. Within these four themes, 10 subthemes emerged. The 10 findings were grouped per the four a priori themes. It was found that overall, the principals were implementing the Framework to bring about more equitable outcomes for their learners. One of the recommendations for future investigations was to attempt to quantify the impact of Framework implementation on key indicators, including the degree of disproportionate outcomes between students from historically marginalized backgrounds and those from the dominant race and ethnicity with respect to rates of suspensions, persistence to graduation, and engagement in post- secondary education.
Lysenko, Steven M., "Culturally Responsive School Leadership: Implementation of the New York State Culturally Responsive-Sustaining Education Framework in Predominantly White, Suburban High Schools" (2023). Education Doctoral. Paper 568.
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